Black students face hyper-disciplining and high levels of social control when they enter American schools. The cultural mismatch hypothesis attempts to explain this hyper-disciplining by arguing that the mostly White teaching force misinterprets the attitudes and behaviors of Black students, which leads to their hyper-disciplining. Utilizing a…

Although Black students may share race-related experiences at predominantly White institutions (PWIs), they are a heterogeneous community with diverse identity beliefs, goals, and expectations about college. In the current study, we foreground how Black students at PWIs understand their racialized identities in relation to one another and within…

Through analyzing critical life stories with Black alumnae from predominantly White institutions, this article offers a narrative, in-depth approach to explore the ways in which alumnae managed and resisted expectations and stereotypes that were placed upon them by peers, faculty, and staff during college. Findings suggested that participants…

The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, "The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers, and funders." The limited awareness of the challenges that Black girls face perpetuates the…

At some point most Black and Latino/a college students--even long-term high achievers--question their own abilities because of multiple forms of racial bias. The 38 high-achieving Black and Latino/a STEM study participants, who attended institutions with racially hostile academic spaces, deployed an arsenal of strategies (e.g., stereotype…

Research examining links between racial-ethnic microaggressions and educational and psychological outcomes can be improved with the development of brief and reliable measurement tools. Our brief School-Based Racial and Ethnic Microaggressions Scale addresses this gap. First, we examined the prevalence of school-based microaggressions among an…

This longitudinal study examined the PRAXIS I experiences of African American and Latino undergraduates seeking admission into teacher education at a Big Ten university. Participants were 44 students selected from a larger sample enrolled in a recruitment and support program aimed at members of underrepresented minority groups. The theoretical…